Making a connection to the background of a student is an important component in creating a learning atmosphere for the student. “Effective teaching takes students from where they are and leads them to a higher level of understanding.” (Vygotsky, 1978; Krashen, 1985 as cited on page 53)
SIOP Feature 7: Concepts Explicitly Linked to Students’ Background Experiences
New learners have a “schemata” based on past experiences and current knowledge. When presented with new knowledge, they use their current schemata to compare and contrast the new with the old to understand and comprehend the new information.
For students without the ability to read the language, interventions suggested by Christen & Murphy (p.54):
Teach vocabulary as a prereading step
Provide experiences
Introduce a conceptual framework that will enable students to develop appropriate background information (develop their own background)
General Techniques for Activating Prior Knowledge:
Brainstorming
Leading structured discussion
Using Quick-writes
KWL (K-what we know; W-what we want to find out;L-what we learned and still need to learn) (Ogle, 1986, as cited on page 57)
More Effective Techniques for Activating ELLs Prior Knowledge:
Reading a story, article, play or picture book about the topic
Viewing a video related to the topic
Using the Insert method (check mark = already known; ? = confusing or not understood; ! = unusual or surprising; + = new idea or concept)
SIOP Feature 8: Links Explicitly Made between Past Learning and New Concepts
The teacher needs to make this connection for students because ELLs often do not make the connection themselves. This step will help them focus on key concepts of content. The connections can be made through:
Leading discussion about previous learning
Reviewing graphic organizers, transparencies or PowerPoint slides
SIOP Feature 9: Key Vocabulary Emphasized
Increasing the vocabulary of the ELL is necessary because they will encounter it while reading content textbooks and completing performance tests. Deep understanding of words is challenging and they are learning later than native speakers.
Elements of Academic Language (p.59)
Content Words – key words, terms and concepts related to topic
Process/Function Words – words used to instruct students and functions they need to use during activities (i.e. scan, skim, question, debate and request information, share with a partner, discuss, line up, graph, etc.)
Words and Word Parts that Teach English Structure – roots and base words and impact of prefixes and suffixes to the word
(Common Word Roots – see figure 3.1 page 60)
Academic Word List
Developed by Averil Coxhead
570 word families
Four disciplines (arts, commerce, law, and science)
Word Tiers (developed by Beck, McKeown, and Kucan, 2002 as cited on page 61)
Tier One words are common words – simple nouns, verbs, high-frequency words and sight words. They are usually known conversationally – no need to focus on these words.
Tier Two words are often found in textbooks but not general conversation. Can be equated with the Academic Word List. Should be taught explicitly to ELLs.
Tier Three words are words not encountered except in specific content-related context. No need to spend a great deal of time on these words.
Vocabulary Instruction
The 4 main principles that should guide instruction according to Blachowicz & Fisher, 2000 (as cited on page 63). Students should:
be active in developing their understanding of words and ways to learn them (i.e., word sorts, concept definition maps, etc.)
personalize word learning (i.e., mnemonic strategies, personal dictionaries)
be immersed in words (i.e., word walls, compare and contrast morphemic words like photograph, photosynthesis, etc.)
build on multiple sources of information to learn words through repeated exposure
Vocabulary Development Suggestions
Word Sorts – categorize words or phrases into groups determined by teacher (i.e., people, issues, word similarity)
Contextualizing Key Vocabulary – selection of several key terms critical to understanding most important concepts of the lesson
Vocabulary Self-Collection Strategy – self selection of words after reading content that can be agreed upon by class as key to understanding
Personal Dictionaries – teacher provides clarity or correction of selected words for dictionaries
Word Wall – one wall well maintained in the classroom to continuously provide visual reinforcement for key words being encountered
Concept Definition Map – graphic to identify descriptive words associated with key term
Cloze Sentences – omitted word from a sentence that has strong clues to what is missing
List-Group-Label – another categorizing activity
Word Generation – brainstorm other words with root of key term
Word Study Books – grouped by language structure (-tion) or by meaning
Vocabulary Games – like Pictionary or Scrabble
Self-Assessment of Levels of Word Knowledge - allow students to identify their understanding
Reference
Echevarria, J., Vogt, M., & Short, D., (2008). Making Content Comprehensible for English Learners, The SIOP Model. Boston, MA: Pearson Education, Inc.
For activities related to Building Background, Click Here.
SIOP Feature 7: Concepts Explicitly Linked to Students’ Background Experiences
New learners have a “schemata” based on past experiences and current knowledge. When presented with new knowledge, they use their current schemata to compare and contrast the new with the old to understand and comprehend the new information.
For students without the ability to read the language, interventions suggested by Christen & Murphy (p.54):
General Techniques for Activating Prior Knowledge:
More Effective Techniques for Activating ELLs Prior Knowledge:
SIOP Feature 8: Links Explicitly Made between Past Learning and New Concepts
The teacher needs to make this connection for students because ELLs often do not make the connection themselves. This step will help them focus on key concepts of content. The connections can be made through:SIOP Feature 9: Key Vocabulary Emphasized
Increasing the vocabulary of the ELL is necessary because they will encounter it while reading content textbooks and completing performance tests. Deep understanding of words is challenging and they are learning later than native speakers.Elements of Academic Language (p.59)
- Content Words – key words, terms and concepts related to topic
- Process/Function Words – words used to instruct students and functions they need to use during activities (i.e. scan, skim, question, debate and request information, share with a partner, discuss, line up, graph, etc.)
- Words and Word Parts that Teach English Structure – roots and base words and impact of prefixes and suffixes to the word
(Common Word Roots – see figure 3.1 page 60)Academic Word List
Word Tiers (developed by Beck, McKeown, and Kucan, 2002 as cited on page 61)
Vocabulary Instruction
The 4 main principles that should guide instruction according to Blachowicz & Fisher, 2000 (as cited on page 63). Students should:
Vocabulary Development Suggestions
Reference
Echevarria, J., Vogt, M., & Short, D., (2008). Making Content Comprehensible for English Learners, The SIOP Model. Boston, MA: Pearson Education, Inc.
For activities related to Building Background, Click Here.
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The next component in the SIOP Model is Comprehensible Input.